Appendix A

Connection of Magic Chess and Math Puzzles

Frank Ho, M.Sc.

BC certified teacher
Principal of Vancouver Home School (www.bchomeschool.ca)
Founder of Ho Math and Chess Learning Centre (www.mathandchess.com)
Email: mathandchess@telus.net
Phone: 604-266-0974
2265 West 41st
Vancouver, BC, Canada
V6M 2A3

April, 2005

Abstract
Magic Chess and Math Puzzles workbook is a new idea of learning chess and also enriching math
problem-solving ability using creative minds of hands-on, multi-concept, multi-direction, multioperation, multi-sensory and visual learning.
Hands-on
Chess provides ample hands-on opportunities. One has to physically move chess pieces to get game
going.
Multi-concept
Math puzzles worksheets are designed to learn division while doing multiplication and learning
subtraction while doing addition.
Multi-direction
Chess is a multi-direction game. Some worksheets are deigned in a way that the operation is no loner
just a linear fashion from left to the right. The direction could be from bottom to top, from left to right,
and also diagonally or even crossed.
Multi-sensory
The learning of chess involves eye, hands, and brain coordination. The math pattern puzzle trains
visualization.
This paper provides information on why using Magic Chess and Math Puzzles would improve a
students math problem-solving ability. The information is provided by extracting smaple problems
from the workbook and then gives a corresponding math concept learned by doing the sample
problems.
This one- on- one table style comparison gives concrete evidence on what math concepts are learned
after working on the math puzzles that are included in the workbook.

Background
I started to teach my son Andrew chess when he was five years old. A lot of information I have read
indicates that there is a strong relationship between mathematics and chess. My son was interested in
chess so what would happen if he carried the same interest in chess on to a subject which would require
him to use his chess knowledge? What could chess offer in mathematics education? These kinds of
questions sparked my interest in study the relationship between chess and math. What I had found was
there have been many chess or math puzzles published but I was not able to find a collection of
mathematical chess problems that was specifically created for youngsters.
In 1995, I was involved in teaching math and chess at the same time and I started to seriously look into
the possibility of creating some math and chess hybrid problems. This is how Andrew and I started to
create the first generation of Math and Chess integrated workbook entitled Mathematical Chess Puzzles
for Juniors (ISBN 0-9683967-0-4 and is archived at National Library of Canada). It is designed and
written for the purpose of learning all kinds of problem-solving skills through over 100 mind provoking
and sometimes mind boggling mathematical chess puzzles. The uniqueness of this book is that only the
basic chess knowledge and the elementary math ability are needed to solve most of these puzzles.
I have been working on refining the contents ever since and after 10 years of working on the workbook,
it has incorporated many math concepts and todays version is the third generation. The workbook
could be used as a supplemental or enriched material to supplement math curriculum.

Worlds first claim and copyright

I made the claim that the first edition of workbook Mathematical Chess Puzzles for Juniors created in
1995 was a worlds first. I did a through literature and library catalogues searches and publicized my
workbook on the internet (including rec.games.chess.misc) resulted in nothing. There was no integrated
chess and math workbook ever published commercially for the elementary students at the time when I
published my workbook in 1995. In addition, I have updated the workbook since I published the first
one 10 years ago with many new and innovative ideas, no one has ever done or created such a
workbook. It would be devastating for me if some copycat just copied my ideas and formats of
worksheets and started to commercialize it. To protect my intellectual property, I lay claims as being
the worlds first on the following ideas and concepts and the original creator of unique formats of
worksheets:

1995, I incorporated the values of chess pieces into math (The value system is the one used by
Chess Federation of Canada.).
July, 2004, I created two-column format, one column is chess question and the other side is
math puzzles, which show the logic relationship between chess and math. This is the secondgeneration version.
February, 2005, I used chess figures in the math puzzles to instil the concept of variables. This
is the third generation of workbook.
I found that in real life, students do not just learn four operations ( + ) in a sequential manner, for
example, when a child taking one apple out of four apples, it is an operation of addition (getting one
apple) but also a subtraction (3 apples left). I thought it would be a good idea that students could learn
multi-operation and multi-concept at the same time to reflect the real life experience. Many math
puzzles worksheets were converted from my math worksheets originated by me.
All problems and worksheet formats presented in this article are originally created by Frank Ho, so no
part of these worksheets formats or problems may be reproduced without the written permission of
Frank Ho.

How math and chess were integrated

The updated workbook today is called Magic Chess and Math Puzzles to reflect the magic relationship
of mathematics and chess and how chess could be used in improving mathematics ability.
I did not want to create a workbook, which is just a collection of chess puzzles, nor I wanted to create a
workbook, which was a collection of brain teasing math puzzles. The problems in my workbook I
envisioned to create must have the following characteristics:
1.
2.
3.
4.
5.

Must have some logic connection between chess and math problems.
Students could learn chess and improve math ability at the same time.
Problems created must be innovative and interesting.
Only basic chess is required to solve the math problems.
Elementary students from grade 1 and above could solve these problems.

With the above requirements in mind I was searching the logic and mathematical connection between
math and chess and the result is many of these problems were created using chess positions and are not
suitable for elementary students.
In 1995, the breakthrough came to me when I realized that I could use the relative value of chess pieces
to create mathematical chess puzzles. I have since created many of these types of problems and I
believe this idea of using relative chess piece values to create mathematical chess puzzles is worlds
first.
In July, 2004, I started to use two-column system to place chess questions on one-side and math
problems on the other side to show the possible logic relationship between chess and math. At the same
time I was creating math worksheets for elementary students. Some of these math worksheets formats
were created by me and they are very unique, I incorporated some of these unique math worksheets
into my chess workbook.
In February, 2005, the third generation of Magic Chess and Math Puzzles was born. I incorporated
chess figures into mathematical equation and the result was a big surprise to me since to some children
the learning of using these chess variables in the equations seems to be so natural to them, they are not
realizing that they are actually learning algebra at grade 3. At this point I decided to change my
workbook name Chess and Mathematical Chess Puzzles to Magic Chess and Math Puzzles to better
reflect the intriguing and magic relationship between chess and math.

Learning expectations
People always wonder what exactly is the relationship between chess and math and how much math
concepts in my workbook are children learning? What are the expected learning outcomes? My
workbook is not designed to prepare children for the chess tournament, not is it written to prepare for
math contest. It is designed to lead children into the wonder world of learning chess and at the same
time to introduce some math concepts using chess as a learning tool. It is written with the idea to show
children that math is not just doing drill and boring math computations day in and day out. It is offered
as an alternative and supplemental learning resources for math education but not to replace school math
curriculum. The expected chess-learning outcome stops at the tactics level and could be easily seen
from the table of contents of the workbook.
In this article, I would like to give some examples of problems taken right out of my workbook to
outline some of the expected learning outcomes of math concepts incorporated in the workbook which
also demonstrates on how chess and math could be integrated together to benefit children in improving
their mathematics ability.

Chess knowledge required

The chess knowledge required to do the mathematical puzzles is listed as follows:

How to move the chess pieces and how to write moves in algebraic notation.
The values of chess pieces.
How to castle.

Addition
Math Puzzle Samples
Fill in each .

+ +
1 + 3
2

+  + x =
45 ++ 
x = ____
Replace each? with a number.

 + 1 + 8 + 2 +
+1++1+8+2
+  + 1 + 8 + 2 =?

Expected Math Learning

Outcomes

Chess Knowledge Required

Adding numbers
Making tens
Substituting unknown
variable
Multi-direction operation

Value of chess pieces

Cancellation
Equation
Substituting unknown
variable
Multi-concept learning

Value of chess pieces

Adding numbers
Multi-direction operation

Rook move

Adding numbers
Making tens
Substituting unknown
variable

Value of chess pieces

Addition
Math Puzzle Samples

Expected Math
Learning Outcomes

Replace each? with a number.



Adding
numbers
Multi-direction
operation





__________________

______________

6
+  (4 + )

6+=6+4+
10

=6+

10

If  + = , then 6 +  must be .
If  +  = , then  + 6 must be .

Chess
Knowledge
Required
Bishop
move

Addition
Comparison
Multi-direction
operation
Substituting
unknown
variable

Value of
chess pieces

Addition
Comparison
Multi-direction
operation
Substituting
variable
Addition
Comparison
Multi-direction
operation
Substituting variable

Value of
chess pieces

Value of
chess pieces

Subtraction
Math Puzzle Samples


+ 8

=

_____
+
8

Expected Math Learning

Outcomes
Subtracting numbers
Substituting unknown
variable
Multi-direction operation
Multi-concept learning
Subtracting numbers
Substituting unknown
variable
Bottom-up operation and
then top-down operation
Multi-concept learning

Chess Knowledge Required

Value of chess pieces

Value of chess pieces

Mixed operations (addition and subtraction)

+

&

+ 8 = 11 = 7 +

 = = 11

&

&

11



The above demonstrates muti-direction, multi-concept operations using chess pieces values and
variable math concepts.
Expected learning outcomes: addition and subtraction and variable substitution

10

Subtraction
Math Puzzle Samples

+ +
x = ____

Expected Math
Learning
Outcomes

x = 63 + 

11

+=
Check


+

__________________

+ 2

______________

Subtracting
numbers
Substituting
unknown
variable
Multidirection
operation
Multiconcept
learning
Subtracting
numbers
Substituting
unknown
variable
Multidirection
operation
Multiconcept
learning
Subtracting
numbers
Substituting
unknown
variable
Multidirection
operation
Multiconcept
learning

Chess
Knowledge
Required
Value
of
chess
pieces

Value
of
chess
pieces

Value
of
chess
pieces

11

Multiplication
Math Puzzle Samples

/
 2
=
 2

1 6 7 =

Expected Math
Learning Outcomes

Chess Knowledge
Required

Cross
multiplication
Substituting
unknown
variable
Multi-direction
operation

Value of chess pieces

Multiplication
Substituting
unknown
variable

Value of chess pieces

12

Corss Multiplication
Expected learning outcomes: multiplication, addition, subtraction, Substituting unknown variable
Chess knowledge required: Chess pieces values

24

||

||

=10

13

Mixed operations
The following is an example of multi-concept learning multi-direction operation.
Expected learning outcomes: multiplication and division





20

=4

20

=

||

||

20

 20

||

4) 20

||

 ) 20

14

Mixed Operations
The following is an example of multi-concept learning with multi-direction operation.
Expected learning outcomes: addition, subtraction, multiplication and division

10

16

||

= 48 =
||

16 48

2 ) 48

||

4 48

6 ) 48

||

8
+

15

Division
Math Puzzle Samples



______________

18 2 =

(3 3)+(2 5)
= 27 3 + 10 5
=9+2
= 11


 180018

Expected Math
Learning Outcomes
Multiplication
Division
Substituting
unknown
variable
Multi-direction
operation
Multiplication
Division
Substituting
unknown
variable
Multi-direction
operation
Division
Substituting
unknown
variable

Chess Knowledge
Required
Value of chess pieces

Value of chess pieces

Value of chess pieces

16

Fraction
One would think that chess perhaps has nothing to do with fractional numbers since all moves are all in
whole numbers. Why queen is the most powerful piece in chess and why we usually move chess pieces
toward the middle? They all have something to do with the ratio a/b, where b is the 64 squares and a is
the squares under control.

Math Puzzle Samples

"
3 + 4 =  + 
3+
=
3
4

3=6

3
= 41
2
2

2 + 1 = 2+1 =
  

Expected Math
Learning Outcomes

Chess Knowledge
Required

Fraction
Logic
comparison
Substituting
unknown
variable
Multi-direction
operation
Convert
improper to
mixed fraction

Value of chess pieces

Adding
fractions

Value of chess pieces

Value of chess pieces

17

Integer
Math Puzzle Samples

Expected Math
Learning Outcomes

+Y=0

Adding
negative
number
Substituting
unknown
variable
Multi-direction
operation

Chess Knowledge
Required
Value of chess pieces

Exponent
Math Puzzle Samples

 =9

Expected Math
Learning Outcomes
Exponents

Chess Knowledge
Required
Value of chess pieces

Substituting
unknown
variable
Multi-direction
operation

Radical
Math Puzzle Samples

=5

 = 

Expected Math
Learning Outcomes
Radicals

Chess Knowledge
Required
Value of chess pieces

Substituting
unknown
variable
Multi-direction
operation

18

Logic
Math Puzzle Samples


 4

x +8 - 2 =
x

What is

? _3

Expected Math
Learning Outcomes
Logic
comparison
Substituting
unknown
variable
Multi-direction
operation
Logic
comparison
Substituting
unknown
variable
Multi-direction
operation
Equation

Chess Knowledge
Required
Value of chess pieces

Value of chess pieces

Equation
Math Puzzle Samples

 + x = 63 + 
x = ____

Expected Math
Learning Outcomes
Equation
Substituting
unknown
variable
Multi-direction
operation

Chess Knowledge
Required
Value of chess pieces

19

Visualization
Chess Puzzle Samples
Write chess notations for the following
chess pieces whose positions are in the
diagram.

 ____________
 ___________

___________
())))))))*
O ^,
N    ,
M,
L,
K,
J,
I,
H
,
-PQRSTUVW/

Expected Math
Learning Outcomes
If rook is at a1 and is free
to make moves along file
a and rank 1, what has to
be considered before
moving? The most
important is to see if there
are any opponents
pieces, which could
intersect with the rook.
Thinking in math way
would be to see what is y
when x = 1 and what
would be x when y = 1,
we will be looking for
intersections. The idea of
coordinates would be
easier for chess players to
learn if they already have
acquired the practical
experience of
intersections coming
from different chess
pieces.

Chess Knowledge
Required
Value of chess
pieces
Chess pieces move
The ranks and files
are related to
coordinates.

The chess notation is

entirely transferable to the
concept of math
coordinates and vice
versa.

20

Visualization
Math Puzzle Samples
How many different sizes of squares are
there on the following 4 by 4 square?

Replace each? with a number.

Expected Math
Learning Outcomes
Counting

Chess Knowledge
Required
Chessboard

squares

Counting
Multiplication
Multi-direction
operation

Chess pieces moves

21

Visualization
Chess Puzzle Samples

Expected Math
Learning
Outcomes

Place the lowest number of white pawns (using letter

P) in such a way that the squares numbered are
attacked as many times as indicated numbers on the
squares.

Visualization

Chess Knowledge
Required
Chess pieces
moves

22

Set
Chess Puzzle Samples
Cross mark (X) the squares where
both chess pieces can move to
(intersect).

())))))))*
O,
N,
M,
L,
K,
J,
I,
H,
-PQRSTUVW/

Expected Math Learning

Outcomes
Set

Chess Knowledge
Required
Value of chess
pieces

Find the elements that exist in

both sets. means intersect.
{A, B, C} {A,B}= _____
{1, 2, 3} {2, 3, 4, 5} = ____
{A, B, C} {A,B}= _____

23

Cancellation
Chess Puzzle Samples

Expected Math Learning

Outcomes

Chess Knowledge
Required
Value of chess pieces

The way to see which side has

more points is not to add up all
the total points of chess pieces of
each side. Find out which side
has more points by cancellation.
Cancel pawn with pawn and the
same chess piece (or the same
number of points) of each side.

The idea of one-to-one

cancellation of chess pieces left on
the board is similar to the
subtraction property of equation.

())))))))*
O^,
N ,
M  ,
L ,
K,
J,
I,
H,
-PQRSTUVW/

2 4 6 8 10 12

Evaluate the following.

1 2 4 6 8 10

Do not multiply numbers together

first. Cancel numbers whenever
you can by having a pair of
numerator and denominator
divided by the same number.

24

Pattern
Chess Puzzle Samples

Expected Math Learning

Outcomes

Chess
Knowledge
Required

Geometry

Value of
chess
pieces

Data management

Value of
chess
pieces

Observe he following pattern of chess

diagram and draw a chess piece in each
box.

25

Arrangement
Chess Puzzle Samples

In the first rank a, how many different ways can Ra1

move? ______________________

Expected Math
Learning
Outcomes
Data
management

Chess
knowledge
required
Chess
pieces moves

26

Geometry
The chessboard and chess pieces themselves are geometry. The chessboard is symmetric in terms of its main
diagonals. The chessboard is made of 4 identical small boards if it is divided by one horizontal line and one
vertical line going through the centre. The set up positions of chess pieces are symmetric between black and
white. The chess pieces set up positions on either side is palindrome except the king and queen.
The following uses chess moves to match shapes. Rooks move is a slide motion (left/right, up/down) in
geometry. The between moves of rook before reaching the destination is using the concept of communicative
property, for example, before Ra1 to Rh1, Rook could move from a1 to c1 (4 squares) then from c1 to h1 (3
squares) or from a1 to d1 (3 squares) then from d1 to h1 (4 squares). The complication is the player has to watch
what would happen if the different choices were made and this is much complicated than adding 3 + 4 = 4 + 3 =
7.

Filling in

by a chess piece

Geometric shapes





27

Geometry
Chess Puzzle Samples

Expected Math
Learning
Outcomes
Geometry

Chess
knowledge
required
Chess
pieces moves

Find answer to replace the question mark.

28

If then equation
Chess Puzzle Samples

Filling in the following

If

Expected Math
Learning
Outcomes
with a number.

Data
management

Chess
knowledge
required
Chess
pieces moves

3  2 = 5 then 3 2 = .

29

Pattern and relation (Tabulation in

ax + by + ...... = c, where a, b, c are constant. )

Fill in different number of chess pieces to come up with each total.

Number
of 
1


Points
5
5
5
5

Number
of 
1

Points
3
3
3
3

Total points
8 (1 5 + 1 3 = 8)
11
13
16

30

Counting paths

Chess Puzzle Samples

How many short paths for  to travel from e4 to f1?

())))))))*
O,
N,
M,
L,
K,
J,
I,
H,
-PQRSTUVW/

Expected Math
Learning
Outcomes
Data
management

Chess
knowledge
required
Chess
pieces moves

31

Venn diagram
Chess Puzzle Samples

Expected Math
Learning
Outcomes

The following Venn diagram shows the results of a

chess diagram.

Venn diagram

Chess
knowledge
required
Chess
pieces moves

What squares are only controlled by the rook and the

bishop?
Answer this question by shading the area on the Venn
diagram.

32

Probability
Chess Puzzle Samples

What is the probability of the following

two pieces meeting together?

Expected Math
Learning
Outcomes
Probability

Chess
knowledge
required
Chess
pieces moves

())))))))*
O,
N,
M,
L,
K ,
J,
I,
H,
-PQRSTUVW/


33

Tree structure
The calculations of different paths and also the opponents possible responses are complicated. The
deeper the player could calculate the paths, the higher possibility of playing better is. The calculation of
path requires logic thinking which is very similar to the idea of using factor tree to find out what are the
prime factors of 64, but chess is more complicated in a way, the opponents moves also have to be
thought in advance.

Chess Puzzle Samples

Expected Math
Learning
Outcomes

Complete the following tree diagram starting at Nb2

(knight moves right and up only.)

Nb2 -- c4

Chess
knowledge
required

Tree structure

Chess
pieces moves

Find the product of

primes of 32.
32

-- d6
-- e5
-- d3

16
2

4
2

34